* Use a token economy system to help student manage behavior * Use a timer * Use relaxation and imagery activities

or exercises for calming after transition * Implement a special contract or behavior plan with incentives for appropriate behavior * Read written directions and have student highlight, circle, or underline key words in the directions * Avoid multiple step instructions / provide one instruction at a time * Check for understanding * Explain the lessons purpose and importance * Activate students prior knowledge and draw on past experiences * Use graphic organizers * Block or mask some pages of assigned seatwork by covering up part of the page or folding the page under so lesser amounts are visible at one time * Incorporate demonstrations and hands-on presentations * Have student write down brief notes or illustrate key points during instruction * Use study guides and partial outlines during instruction * Use questioning strategies that encourage student success * Ask open-ended questions * Expand on students partial answer * Provide guided practice before asking

* Teach procedures and routines * Maintain a visual schedule in the classroom that is reviewed and referred to frequently * Be proactive watch for signs and intervene * Give directions only when you have the students attention * Give concise, clear verbal directions * Write on the board a few key words, picture cues, phrases, or page numbers * Communicate clearly when activities will begin and when they will end * Give specific instructions about how the student is to switch to the next activity * Use visual and/or physical signals for transition, to gain attention, to call attention to behavior * Teach, model, and practice appropriate behaviors and expectations for out of classroom activities * Send home daily notes * Organize the physical environment to maximize production and management * Monitor student behavior * Provide positive attention and social rewards for desired behavior * Offer student a break * Create an environment where students feel safe to risk participation and make mistakes * Provide examples on student desk for reference * Shorten or chunk lengthy

student to work independently * Assign a manageable amount of work that student can complete independently * Increase the amount of practice for a skill * Teach and provide models of how to organize papers * Provide exemplars/models of wellorganized projects * Model the writing of assignments on the calendar * Assign incremental due dates to help structure the timeline toward project completion * Teach child how to tell time and read a non-digital clock * Teach and model how to use things to do lists (writing down and then crossing off accomplished tasks) * Provide student with a course outline or syllabus * Preview and plan for how to learn or study material * Help student get organize for a task * Teach student how to monitor own attention * Student self-assesses own behavior and sets goals for improvement * Use SLANT strategy: Sit up, Lean forward, Activate your thinking, Name key information, Track the talker * Have student draw and visualize vivid pictures associated with the information to memorize/learn * Have student use mnemonics to memorize/learn information * Have student use acrostics or whole sentences to aid memory * To improve reading fluency, teacher reads passage fluently first and student repeats * Scaffold learning of new skills * Provide systematic and explicit instruction for new or difficult skills * Provide time for pre-writing activities prior to writing first draft * Provide a writing prompt or sentence starter for student

assignments * With scissors, cut assignments or work pages into smaller parts * Allow and encourage the use of a spell checking device * Build in legitimate movement opportunities during the lesson * Cover or remove visual distractions * Have student sit up front or close to the teacher / provide preferential seating * Teacher move around the classroom, maintaining visibility with student * Monitor and vary teacher rate, volume, and tone of voice * Make sure necessary supplies are available * Grade content and spelling/mechanics separately * Give homework that student can complete independently * Provide extended time * Provide study carrels and quiet areas for student * Have student clear desk of distracters, allowing only for essential materials * Have a variety of desks, seats, and tables and allow for more desk space * Adjust desks to appropriate height * Allow for movement to a quiet place in the room * Designate physical boundaries with colored masking tape on floor * Provide desk organizers to help student locate material easily * Post all schedules, calendars, and assignments * Schedule regular time for student to sort and clean out desk, locker, and notebook * Reduce the need to copy from the board * Provide teacher notes * Provide handouts that are already three hole punched * Attach a pencil to the students desk with string or Velcro * Provide adhesive hole reinforcers for

* Give student options and choices for assignments * Follow written exams with oral exams * Teach proper keyboarding skills * Have student dictate while adult writes first few sentences * Allow student to record, instead of write, for summarizing learning, responding to questions, planning, and recording ideas * Provide a rubric for assignments that show models of work that does not meet standard, meets standard, and exceeds standard * Allow for the use of manipulatives during math * Allow student to use multiplication fact sheets and calculators * List steps/procedures to multi-step math problems and algorithms * Provide direct assistance getting started on assignments and projects * Make sure that all assignments (page numbers, due dates, etc. are presented to student visually and verbally) * Set timers for transitions * Color coordinate notebooks by subject areas * Teach and display steps of the writing process * Allow oral responses for assignments/tests * Permit student to write in either print or cursive * Begin and end each day with a five minute organizational session

ripped out papers * Keep spare supplies for student so time is not wasted locating materials * Provide a second set of books to keep at home * Provide student with a squeeze/stress ball * Allow older student to use mechanical pencil * Provide worksheets with extra space for doing written work * Provide student with tools such as highlighting tape, paper with wide or narrow lines, various types of pens and pencils, different shapes of pencil grips * When writing math problems on paper, turn paper vertically so student can line up numbers * Reduce number of math problems on a page